Effects of Synergy Seminar Workshop in Writing Proposal in Qualitative Research

Abstract

INTRODUCTION

Research enhances the various skills of the students. However, senior high students were not introduced in research before. Both students and teachers are faced in the dilemma of writing research papers. In the implementation of Senior High School, applied subjects were introduced that require students to do researches. In a Learning Action Cell session conducted by Cainta Senior High School Research Team, the research teachers said that students have poor knowledge and skills in conducting research as well as writing. The researchers conducted a seminar-workshop in Practical Research I entitled, "Synergy" to provide a solution to the identified problem. The topics discussed in the seminar-workshop are based on the competencies perceived by the practical research teachers as significant in writing a research proposal.

METHODS

A descriptive quantitative approach was used in this study. To gather the necessary data, researchers-made instruments were validated and utilized. Participants of this study are Grade 12 students who already took Practical Research I, Research teachers, and Grade 11 students who participated in the seminar workshop. One hundred Grade 12 students were chosen purposively to assess the difficulty of research competencies. Five teachers who are currently teaching Research were selected to evaluate the current skills and knowledge needed to write a proposal. One hundred Grade 11 students were also deliberately chosen to evaluate the impact of the seminar-workshop in their knowledge of qualitative research.

RESULTS

Based on the findings, 100% of the teacher -respondents believe that the writing skills of the students must be prioritized. Furthermore, they believe that writing research questions, constructing instrument, writing citations, and identifying related literature and studies are very important competencies to be discussed. Generally, the student -participants rated SYNERGY 4.24 interpreted as "effective." This perception is reinforced by 100% rate of successful research proposals.

DISCUSSIONS

The result demonstrates that seminar-based learning promotes positive interdependence between and among learners as they encourage each other during the course of the seminar. This is synonymous to the works of Johnson & Johnson (2012) as well as Zshar & Smith (2010) who claimed that a seminar workshop is an effective tool in establishing effective dynamics between students by motivating each other to learn concepts.